Spanish 3: Neruda y las odas



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Spanish 3: Neruda y las odas

Big question

How can we express our feelings about the world around us through poetry?

Lesson objectives

Students will understand:

-that Hispanic figures such as Pablo Neruda have made great contributions to the world of literature.

-that poetry is a way in which we express our feelings about the world around us.
Students will know:

-information about the life and work of Pablo Neruda

-the characteristic elements of an ode

-how to respond to comprehension questions of listening and reading materials

-how to write an ode
Students will be able to:

-respond to questions relating to a listening sample

-respond to questions relating to two reading assignment

-write an ode in Spanish



Standards Addressed

SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts.

1. Identify main ideas and pertinent details when listening to or reading materials such as live and recorded conversations, short lectures, reports, and literary selections.

2. Understand culturally authentic materials that present new and familiar information.
SIII.4 The student will present information orally and in writing in Spanish, combining learned and original language in increasingly complex sentences and paragraphs.

1. Summarize and communicate orally and in writing main ideas and supporting details from a variety of authentic language materials.

2. Use past, present, and future time frames, word order, and other level-appropriate language structures with increasing accuracy.
SIII.5 The student will present in Spanish student-created and culturally authentic stories, poems, and/or skits.

1. Produce well-organized spoken and written presentations appropriate to the type of audience and the purpose of the presentation.


SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish-speaking cultures.

1. Examine how and why products such as natural and manufactured items, the arts, forms

of recreation and pastimes, language, and symbols reflect practices and perspectives of

Spanish-speaking cultures.

2. Compare and contrast the viewpoints of Spanish-speaking people and the ways these viewpoints are reflected in their practices and products, such as political systems, art and architecture, music, and literature.
SIII.7 The student will use Spanish to reinforce and broaden knowledge of connections between

Spanish and other subject areas.

2. Relate topics studied in other subject areas to those studied in Spanish class, such as contributions of political, arts, or sports figures from Spanish-speaking countries.


Assessments

Pre-assessment: While listening to a Pablo Neruda poem, students are asked to write a sentence or two describing their understanding and reaction to the poem they heard.

Formative assessments: Students as a class respond to two basic questions about the poem: Cuál es el tema del poema? Cómo es el tono del poema (Feliz, triste, etc)? In pairs, students read a brief biography of Pablo Neruda and respond to comprehension questions. In pairs, students read “Oda al tomate”, an ode written by Pablo Neruda, and respond to comprehension/opinion questions.

Summative/post-assessment: Based on the model given by the Pablo Neruda’s poem, students write their own odes (in Spanish) to a subject of their choice. Students are provided with guiding questions to help them brainstorm ideas. Students “publish” their odes on construction paper, decorate them as they wish, and then present their odes to the class.

SLA and other rationales

Van Patten – Authentic input, meaningful output. Input is essential to language learning and should come from authentic sources. The materials chosen for this lesson are from authentic Spanish sources, and the poems are widely read among native speakers of Spanish. Students’ output in the target language should also be meaningful; in this case, students are using the model of authentic input to create something of their own, an ode, that they can share with others.

4MAT for procedures

Type of activity

Content for this lesson

Materials

Quadrant 1R


Includes an activity that is emotionally engaging; bringing students into the theme. May require physical movement of student. Emphasis is on INPUT. This activity serves as a focus throughout the cycle.

Students will listen to a dramatic reading of a Pablo Neruda poem.

“Poema 18” – Aquí te amo, Pablo Neruda

https://www.youtube.com/ watch?v=V1-JJUbyzbg


SmartBoard/projector

Quadrant 1L

Activity asks students to process input. Students may be asked simple comprehension questions (yes/no), for instance.

Pre-assessment: During the poem, students are asked to write a sentence or two describing their understanding and reaction to the poem they heard.

Pencil/paper

SmartBoard/projector



Quadrant 2R

Activity asks students to show more comprehension. Activity should revisit Input and use nonverbal output to show understanding.

Formative assessment: Students as a class respond to two basic questions about the poem: Cuál es el tema del poema? Cómo es el tono del poema (Feliz, triste, etc)?

SmartBoard/projector
SmartBoard Neruda presentation

Quadrant 2L

Activity offers more input. Original Input is revisited as example of broader theme. May include explicit instruction. Draws attention to patterns, form focused information. Gives more models.

Direct instruction/introduction to Pablo Neruda, his life, and his poetry. Teacher offers brief explanation of what an ode is and how Pablo Neruda used them in his work.

SmartBoard/projector
SmartBoard Neruda presentation

Quadrant 3L

Activity moves to directed output.

Guided practice.

Following input models for development.


Formative assessment: In pairs, students read a brief biography of Pablo Neruda and respond to comprehension questions.

Pablo Neruda handout/questions, pencil/paper

Quadrant 3R

Activity calls for more output.

Output given in different forms. Practicing variations of formulaic dialogues, for instance. Acting out scenes. Evaluate forms.



Formative assessment: In pairs, students read “Oda al tomate”, an ode written by Pablo Neruda, and respond to comprehension/opinion questions.

Pablo Neruda handout/questions, pencil/paper


Quadrant 4L

Activity focuses on formative independent work. For instance, students write and edit their own stories.

Based on the model given by the Pablo Neruda’s poem, students write their own odes (in Spanish) to a subject of their choice. Students are provided with guiding questions to help them brainstorm ideas.

Pablo Neruda handout/questions, pencil/paper

Quadrant 4R

Activity includes performance which demonstrates student’s command of desired skills and knowledge.

For instance, students share stories.



Summative assessment: Students “publish” their odes on construction paper, decorate them as they wish, and then present their odes to the class.

Paper/pencil, construction paper, tape/glue, colored pencils, markers, crayons

Pablo Neruda: Una biografía breve del poeta chileno

Nació en 1904 en Parral con el nombre de Ricardo Eliecer Neftalí Reyes Basoalto. Su madre, Rosa Basoalto, murió de tuberculosis, y su padre, conductor de un tren, José del Carmen Reyes Morales, se casó dos años después con Trinidad Cambia Marverde, de quien Neruda escribió: "Era una mujer dulce y diligente, tenía sentido del humor campesino y una bondad activa e infatigable".

Neruda ingresó al Liceo de Hombres, donde cursó todos sus estudios hasta terminar el 6º año de humanidades en 1920. El impresionante entorno natural de Temuco, sus bosques, lagos, ríos y montañas marcarán para siempre el mundo poético de Neruda.

En 1917, publicó su primer artículo en el diario La Mañana de Temuco, con el título de “Entusiasmo y perseverancia”. En esta ciudad escribió gran parte de los trabajos, que pasarán a integrar su primer libro de poemas: Crepusculario.

Alrededor de 1920, conoció a Gabriela Mistral, de quien Neruda recordará: «...ella me hizo leer los primeros grandes nombres de la literatura rusa que tanta influencia tuvieron sobre mí». Hacia 1921 y con diecisiete años de edad, comenzó a firmar definitivamente sus trabajos con el seudónimo de Pablo Neruda, esencialmente con el propósito de evitar el malestar del padre por tener un hijo poeta.

En 1924 publicó su famoso Veinte poemas de amor y una canción desesperada, en el que todavía se nota una influencia del modernismo. Posteriormente se manifiesta un propósito de renovación formal, de intención vanguardista, en tres breves libros publicados en 1926: El habitante y su esperanza, Anillos (en colaboración con Tomás Lago) y Tentativa del hombre infinito.

En 1927, comenzó su larga carrera diplomática como cónsul en Rangún, Birmania. Será luego cónsul en Sri Lanka, Java, Singapur, Buenos Aires, Barcelona y Madrid.




En lo más alto de la fama y del reconocimiento también lo esperaban horas amargas. En 1973, el 11 de septiembre, fue sorprendido por el golpe militar contra el presidente Salvador Allende. Profundamente afectado por la nueva situación de su país, su salud se agravó y el 19 se fue mudado de urgencia desde su casa de Isla Negra a Santiago, donde murió debido a un cáncer de próstata el 23 de septiembre de 1973.
En 1971, Pablo Neruda se convirtió en el tercer escritor latinoamericano y en el segundo chileno que obtenía el Premio Nobel de Literatura, pero su encumbramiento literario no le impidió continuar activamente en la defensa de los intereses chilenos. En Nueva York, aprovechando la reunión del Pen Club, denunció el bloqueo estadounidense contra Chile. Tras renunciar a su cargo de embajador en Francia, regresó a Santiago, donde fue pública y multitudinariamente homenajeado en el Estadio Nacional.

Instrucciones: En otra hoja de papel, respondan a las preguntas siguientes EN ORACIONES COMPLETAS sobre la vida del poeta chileno Pablo Neruda.

  1. ¿Cuáles eran algunas personas importantes en la vida de Pablo Neruda?

  2. ¿Cuáles son algunas obras (trabajos) famosas de Pablo Neruda?

  3. ¿Por qué cambió su nombre a Pablo Neruda?

  4. ¿Qué hacía Neruda en el campo político de Chile y del mundo?

  5. ¿Cuál premio ganó Neruda en 1971? ¿Por qué era relevante este premio para él?

  6. ¿Cómo era el fin de su vida? ¿Cómo lo afectó el golpe militar contra Allende?


Instrucciones: Ahora, en otra hoja de papel, escriba tu propia oda sobre cualquier tema. Puedes escribir a un objeto, una persona o algo abstracto (como el verano o el amor). Recuerda que necesitas describir tu sujeto y decir algo sobre él. El poema debe ser por lo menos 15 líneas. Piensa en las preguntas siguientes para organizar tus ideas:
¿Cómo es el sujeto de tu oda?
¿Cómo te sientes sobre el sujeto?
¿Cuál es el papel(role) del sujeto en nuestro mundo?
Oda al Tomate


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